Unit Plan Example

Curriculum Area: Mathematics Year: Six

Title: Orders of operation, cartesian coordinates, equivalent Duration: 4 Weeks
fractions, simple prims and pyramids and patterning.

Unit Outline
This unit based is aimed at a year 6 class with 38 students. It is designed to touch on student’s
concepts and skills they have learnt in year 4 and 5 and deepen their knowledge by incorporating
the year 6 curriculum. The outline of this unit is broken down to ensure all learning outcomes are
addressed. The entirety of this unit encompasses the idea of the students drawing upon prior
knowledge and taking responsibility of their own learning. Incorporated into this unit is several
school and sector priorities. Students are responsible for their own choices and thinking within the
school environment. This unit is based on this school pastoral care priority.
Key Inquiry Question/s:
a. What is the importance of following the order of operations?
b. How to we plot and identify given points on a cartesian plane?
c. How do we represent fractions on a number line?
d. What is the properties of prisms and pyramids?
e. How to identify and complete number patterns?
Year Level Description:
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral
part of mathematics content across the three content strands: number and algebra, measurement
and geometry, and statistics and probability. The proficiencies reinforce the significance of
working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of
mathematics. The achievement standards reflect the content and encompass the proficiencies.

At this year level:

 understanding includes describing properties of different sets of numbers, using fractions

and decimals to describe probabilities, representing fractions and decimals in various ways
and describing connections between them, and making reasonable estimations
 fluency includes representing integers on a number line, calculating simple percentages,
using brackets appropriately, converting between fractions and decimals, using operations
with fractions, decimals and percentages, measuring using metric units and interpreting
timetables
 problem-solving includes formulating and solving authentic problems using fractions,
decimals, percentages and measurements, interpreting secondary data displays and finding
the size of unknown angles
 reasoning includes explaining mental strategies for performing calculations, describing
results for continuing number sequences, explaining the transformation of one shape into
another and explaining why the actual results of chance experiments may differ from
expected results.

Year Level Achievement Standard:

By the end of Year 6, students recognise the properties of prime, composite, square and triangular
numbers. They describe the use of integers in everyday contexts. They solve problems involving all
four operations with whole numbers. Students connect fractions, decimals and percentages as
different representations of the same number. They solve problems involving the addition and
subtraction of related fractions. Students make connections between the powers of 10 and the
multiplication and division of decimals. They describe rules used in sequences involving whole
numbers, fractions and decimals. Students connect decimal representations to the metric system
and choose appropriate units of measurement to perform a calculation. They make connections
between capacity and volume. They solve problems involving length and area. They interpret
timetables. Students describe combinations of transformations. They solve problems using the
properties of angles. Students compare observed and expected frequencies. They interpret and
compare a variety of data displays including those displays for two categorical variables. They
interpret secondary data displayed in the media.
Students locate fractions and integers on a number line. They calculate a simple fraction of a
quantity. They add, subtract and multiply decimals and divide decimals where the result is
rational. Students calculate common percentage discounts on sale items. They write correct
number sentences using brackets and order of operations. Students locate an ordered pair in any
one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids.
Students describe probabilities using simple fractions, decimals and percentages.

Student Prior Knowledge:

Use a grid reference system to describe locations. Describe routes using landmarks and directional
language (ACMMG113)
Compare and order common unit fractions and locate and represent them on a number
line(ACMNA102)
Investigate strategies to solve problems involving addition and subtraction of fractions with the
same denominator (ACMNA103)
Connect three-dimensional objects with their nets and other two-
dimensional representations (ACMMG111)
Compare the areas of regular and irregular shapes by informal means (ACMMG087)
Compare and describe two dimensional shapes that result from combining and splitting common
shapes, with and without the use of digital technologies (ACMMG088)
Make models of three-dimensional objects and describe key features (ACMMG063)
Describe the features of three-dimensional objects(ACMMG043)
Describe, continue, and create number patterns resulting from performing addition or
subtraction (ACMNA060)
Explore and describe number patterns resulting from performing multiplication (ACMNA081)
Solve word problems by using number sentences involving multiplication or division where there
is no remainder(ACMNA082)
Find unknown quantities in number sentences involving addition and subtraction and identify
equivalent number sentences involving addition and subtraction (ACMNA083)
 Describe, continue and create patterns with fractions, decimals and whole numbers resulting from
addition and subtraction(ACMNA107)
Find unknown quantities in number sentences involving multiplication and division and identify
equivalent number sentences involving multiplication and division (ACMNA121)

Learning Intentions: What will students know, understand and do …

Lesson 1
By the end of this lesson I will be able to use the rules of number operation to complete a number
sentence. I will show evidence and explain how I solve a number sentence using the order of
operation.

Lesson 2
By the end of this lesson I will be able to use the rules of number operation to complete a number
sentence. I will show evidence and explain how I solve a number sentence using the order of
operation.

Lesson 3
By the end of this lesson I will be able to recognise what a number plane is and aspects of the
number plane. I will be able to label these aspects and plot the coordinates.
Lesson 4
By the end of this lesson I will be able to plot a sequence of coordinates in all our quadrants of the
number line. I will also be able to recognise the importance of the order of coordinates in correctly
locating a point and record them.

Lesson 5
By the end of this lesson I will be able to demonstrate equivalence between fractions using
drawings and models.

Lesson 6
By the end of this lesson I would have developed strategies to verify equivalent fractions including
placing fractions on a number line.

Lesson 7
By the end of this lesson I would have constructed a prism and a pyramid from a net and identified
its properties.

Lesson 8
 By the end of this lesson I would have learnt about the architectural pyramids found all over the
world and considered the history and significance of a chosen pyramid.

Lesson 9
By the end of this lesson I would have continued and created whole number and decimal
sequences. I will use digital technologies to continue these sequences.

Lesson 10
By the end of this lesson I would have completed table of values for number patterns involving one
operation (including patterns that decrease) and describe the pattern in words.

Lesson 11
By the end of this lesson I would have created number patterns involving decimal fractions and
common fractions.

Content descriptors: General capabilities

1. 2. 3.
Explore the use of Introduce the Compare fractions Literacy
brackets and order of Cartesian coordinate with related Students will
operations to write system using all four denominators and understand
number quadrants (ACMMG143) locate and learning area
sentences (ACMNA134) represent them on vocabulary
through word
a number
walls and
line (ACMNA125) discussion.
Students will also
listen and
respond to their
peers and
teachers.

Numeracy

Students will
4. 5. interpret and
apply
Construct simple Continue and create proportional
prisms and sequences involving whole reasoning.
Students will
pyramids (ACMMG140) numbers, fractions and
also be called to
decimals. Describe the rule
estimate and
used to create calculate.
the sequence (ACMNA133) Students will
visualise 2D and
3D shapes
during the
lessons on
prisms and
pyramids.
 Students will
interpret maps
and diagrams
during cartesian
lessons.

ICT
competence

Students will
investigate
using ICT by
researching
and accessing
information.

Critical and
creative
thinking
Students will be
given
opportunities to
seek solutions,
connect ideas
and consider
alternatives.
Students will
also organise
and process
information.
Ethical
behaviour
Personal and
social
competence
Intercultural
understanding

Overview of Differentiation Strategies

- Colour code the order of operation cards and allocate students a colour depending on their
level of ability.
- Have numerous number problems for students to work through at their own pace.
- Create word wall for all the different concepts and strategies. This will encourgae students
to use the matehtmatical language. It will also allow students to look at a definition of the
words spoken in class.
- Use apporapirate mathematical language for the students current level of knoweldge.
Workseets might be slighly altered for different students to cater for their level of
termnology.
 - Have small working groups set up for the majority of the lesson to cater for all differing
levels of learning.
- Have a group at the front of the class were students come if they are unsure of a question
and it Is worked through together.
- Early finishers box, have questions and activities that are approparate or extend on that
days lessons. Students are told they can access this straight after finihsing if the teacher is
busy explaining.
- Scaffold lessons at the beginning and then invite students to work independty. If they are
struggling to work indepentely then they are to return to the floor for another scaffolded
question.
- Use powerpoints as visuals for questions and graphs. This is a tool that can be uploaded for
the students to access at home when completing their homework on the same concepts and
skills.
Although these differentation strategies assisted during the teaching and leanring, I found I
was forgetting to put them in place. For example, a typical lesson always had an early
finishers activity and group of students who are below expected working with a teacher but
there was no visuals offered for students at the expecting level if they needed it. Due to
realising this in lesson 6, I begun to invite all students to come to the work station if they
required assistance or a visual aid.

Overview of Assessment Strategies

- Teacher to monitor students unerstanding through questioning their working out and
answers. Teacher to carry post notes or pieces of paper to make anadoctal records.
- Teacher to make notes on student progress and abilties to assit in future planning and
assessment.
- Before the lesson begins each day, ask students a question related to todays lesson and get
them to dicuss it. once they share their ideas back with the class, it is evident where some
students sit in their knowledge on the topic.
- Assess student prior knoweldge through exit passes or games.
- Students are able to self asses themselves and ask questions when completing worksheets
or when looking at the word wall.
- Reflection tasks are used everyday to asses gained knowledge during the lesson.
- Ask students the same question at the beginning of the lesson and again at the end of the
lesson and compare student acheivement.
- Discuss prior knowledge with students through asking them to demonstrate or define.
- Learning intensions are shared every lesson and the students put together how they can be
successful.
- Set individual learning goals with students which relate to the overall learning intention for
the lesson.
- A summative piece of assessment is to asses students on all of the five concepts that will be
learnt. This is for their portfolios.

Learning Sequence Overview

Lesson 1 and 2 – Order of Operations

Lesson objectives
Students will:
- Solve number sentences using the order of operation
- Be able to explain to process they took to find their answer.

Evidence of learning
Can the student:
- Explain the process they undertook to solve their number sentence.

Learning sequence
- Share the learning intention and the success criteria. Found students benefited from
creating their own success criteria and so this was the routine for every maths lesson from
now on.
- Define what order of operation is
- Demonstrate for the students
21- ( 2 X 7 )
(7- 5 ) X 2 + 4
- Students are to complete the number sentence in their books and show the teacher 3x(7-3)
This number sentence was too easy for most students, so it was hard to group them.
Therefore, I put up a more complicated number sentence which assisted in grouping.
- Based off their answers, students are told to work from the orange (1 and 2 step problems),
blue (2,3 and 4 step problems) and green (4,5, and 6 step problems).
- Students are to work independently and use the self-marking sheets when they have
competed each question.
The students completing the 1 and 2 step equations were unable to complete this on their
own, so we created a group up the front and worked through each one using the
whiteboard.
- Students are to swap their books with a peer for double marking.
- Students are to share with the teacher independently any concerns they have or questions
they got incorrect.
Many students did not do this as the bell rang and therefore I had to continue the lesson 5
minutes after the break.

Resources
- Projector
- Varying levels of number sentences in three different coloured boxes.
- Self-marking answer sheets.

Safety Considerations/classroom organisation

- Have the three colour boxes separated so not all 38 students are accessing one area of the
classroom.
- Students are designated seats for this lesson, so learning is maximised.
Assessment Strategies
- Observation during individual work
- Questioning of students
- Recorded as anecdotal notes
Lesson 3 — Cartesian Coordinates system

Lesson objectives
Students will:
- Recognise that the number plane is a visual way of describing location on a grid.
- Recognise that the number plane consists of a horizontal axis (x-axis) and a vertical axis (y-
axis), creating all four quadrants.
- Identify the point of intersection of the two axis as the origin, having coordinates (0,0).
- Plot and label points, given coordinates, in all four quadrants of the number plane.

Evidence of learning
Can the student:
- Identify aspects of a number line and be able to label them
- Plot given coordinates.

Learning sequence
- Share the learning intention with the students and create the success criteria together.
- Draw upon student prior knowledge by having a one quadrant number plane on the board.
Discuss x-axis and y-axis.
- Ask students when and why we would use a cartesian plane?
No students were able to answer this, so 5 minutes were given for students to research
using their devices in small groups. From this extra task a well-crafted discussion took
place.
- Introduce words for the word wall. Define them as a class.
- Introduce a four quadrant Cartesian plane. Speak about the four sections and moving
anticlockwise.
- Students to play e-chalk interactive game as a class.
- Students are to walk around the classroom on a coordinates hunt. Students are to find the
coordinates and plot them on their plane.
This step did not occur as the coordinates did not print correctly. Instead I gave the students
some coordinates on the board and they plotted them. students then found a partner and
repeated this.
- Reflection: students are to plot a red dot on the plane and pair up with a partner to play 20
questions on where the dot is located. E.g. Is it in the first quadrant.
Resources
- Projector
- Plotting coordinates echalk game:
https://content.echalk.co.uk/esa/Maths/coordinates/placingCoords/placingCoords.html
- Coordinates written on pieces of paper and plotted around the classroom
- Word wall words
- PowerPoint labelled cartesian lesson 1
Safety Considerations/classroom organisation
- Students are sent in small groups to plot their coordinates.
Assessment Strategies
- Prior knowledge assessment discussion
- Word wall and self-assessment through intentions
- Reflection task
Lesson 4— Cartesian Coordinates

Lesson objectives
Students will:
- Plot and label points, given coordinates, in all four quadrants of the number plane.
- Identify and record the coordinates of given points in all four quadrants of the number
plane.

Evidence of learning
Can the student:
- Plot and label points on the number plane
- Identify and record the coordinates

Learning sequence
- Share the learning Intention and create the success criteria together.
- Discuss the words on the word wall to ensure students are confident with the terminology.
- Plotting coordinates to make a shape activity. Students are given two cartesian planes and
the teacher reads out coordinates. One shape creates a diamond the other a star.
- Explain todays lesson through demonstration. Have a large version on the board and 6
students facing the back of the class.
- Students are to plot 5 pieces of treasure on their cartesian plane. Students in pairs are to
guess by giving their partner the coordinates.
Students finished this quickly and therefore we made it 10 pieces of treasure for the second
group that participated in this math lesson.
- Reflection: ask the students to give the coordinates of the treasure plotted on the board.

Resources
- Projector
- Worksheet double sided (one with 2 small cartesian planes and the other with a large
cartesian plane)
- Treasure filled cartesian plane
- Class set of post notes

Safety Considerations/classroom organisation

- Students are put with a partner. Mixed abilities.
- Students are reminded of noise level when working with a partner.

Assessment Strategies
- Reflection task is to be collected
- Peer assessment and guidance during the partner work.
Lesson 5 — Equivalent fractions

Lesson objectives
Students will:
- model, compare and represent fractions with denominator of 2, 3, 4, 5, 6, 8, 10, 12 and 100
of a whole object, a whole shape and a collection of objects
- compare the relative size of fractions drawn on the same diagram,
- recognise that a fraction in its simplest form represents the same value as the original
fraction

Evidence of learning
Can the student:
- demonstrate the equivalence between fractions using drawings and diagrams.

Learning sequence
- Write the word equivalent on the board. Discuss. Also discuss what the equal sign means.
- Define numerator and denominator.
- Pre-test students
- Have a fraction wall on the board and roll a dice to create the numerator and the
denominator. Shade It in.
- Students to complete above activity in pairs. Aim is to colour in the entire fraction wall
before your partner. Students are reminded to consider equivalent fractions when unable to
colour in the rolled fraction.
A group of 6 students grouped up and played together as they were struggling to complete on
their own. We as a group cut up pieces of paper and constructed our own giant fraction wall
which helped the students to see the equivalence between some fractions.
- Post-game test the students as the reflection.
Resources
- Projector
- Activity sheet: colour in fraction
- Class set of fraction dice
- Coloured pencils or markers

Safety Considerations/classroom organisation

- Students can choose their working partner. Remind them of good working partners.

Assessment Strategies
- Pre and post-test to guide planning of next lesson
- Discussion amongst peers.
Lesson 6 — Equivalent fractions.

Lesson objectives
Students will:
- Compare and order simple fractions with related denominators using strategies such as
diagrams, the number line, or equivalent fractions, eg write 35, 310, 1110, 45 and 710 in
ascending order
- Find equivalent fractions by re-dividing the whole, using diagrams and number lines
- Develop mental strategies for generating equivalent fractions, such as multiplying or
dividing the numerator and the denominator by the same number,
- Write fractions in their 'simplest form' by dividing the numerator and the denominator by
a common factor, eg 416=4÷416÷4=14

Evidence of learning
Can the student:
- Develop strategies to verify and create equivalent fractions
- Can students place equivalent fractions on a number line.

Learning sequence
- Share the learning intention and create the success criteria as a class.
- Start with an open-ended question: how many ways can you show 2/3? Discuss
- Ask the students what are diverse ways we can represent 2/3?
Some students were unable to explain their thinking, so we came together as a group and
brainstormed and then the students went off and experimented on whether all the
brainstormed ideas can show 2/3.
- Draw a circle and show 2/3 and repeat this time showing 4/6. Are they the same? Discuss.
- This time look at it without a visual. Model how you can divide or multiply to find the
equivalent fraction.
- Remind students of what you do to the numerator you must do to the denominator. Never
addition or subtraction.
- Do another example: 1/2 =? /8.
- Students are to draw a number line and place ½ on it
- Students are to draw another identical number line below it and place 2/4 on it.
- Circle both- are they equivalent?
Students who are ahead of their peers in their understanding of equivalent fractions were sent
off to create a number line with multiple fractions as they were becoming restless.
- Students are given a number line and are asked to place ¾.2/6 and ½ on it.
- Reflection: simplify 8/24 to its simplest form.
Resources
- Projector
- Dice
- Class set of whiteboards
- Stop watch
Safety Considerations/classroom organisation
- Students are to work with the teacher in a step to step modelling process.
- Instructions are written on a piece of paper for students wanting to work at a faster pace.

Assessment Strategies
- Calling upon previous knowledge to define equivalent fractions.
- Reflection activity
Lesson 7 — Simple Prisms and Pyramids

Lesson objectives
Students will:
- Construct prisms and pyramids from nets and skeletal models.

Evidence of learning
Can the student:
- Identify the properties of the 3D shape and its net.

Learning sequence
- Share the learning Intention and create the success criteria
- Students are to identify as many 3D shapes on the board as possible.
- Define prism and pyramid. Brainstorm and share.
- Define a net and look at examples.
- Students create shapes from their nets.
- Students fill in the shape properties table.
I stopped the class and using a student shape as an example, we filled out the table altogether.
This was due to students not filling out the table correctly. E.g. not knowing what vertices
means.
- Early finishers/ reflection: Use Isometric paper to draw shape.
Resources
- Projector
- Lesson PowerPoint
- Carboard nets
- Isometric paper

Safety Considerations/classroom organisation

- Students are reminded of safe use of scissors and glue.
- Students are called upon in small groups to choose their net.

Assessment Strategies
- Students to complete the shape identifying task in their workbooks and hand it to a teacher.
- Teacher to form individual learning goals with students on this topic.
Lesson 8 — Simple Prisms and Pyramids.

Lesson objectives
Students will:
- Consider the history and significance of pyramids from a range of cultural perspectives.

Evidence of learning
Can the student:
- Present information on the history and significance of pyramids and use the mathematical
language from the word wall.

Learning sequence
- Share the learning intention with the students and create the success criteria as group.
- Define the terminology words and label the pyramid on the PowerPoint
- Ask the students- where in the world would you see large pyramid structures?
- Share with students a list of pyramids located all over the world
- Read through the research questions
- Students are to choose one of the pyramids and research.
- Reflection: Students are to share the dimensions of their pyramid and the information they
gathered.
During this reflection task it was evident different students had different answers for the same
questions on the same pyramids. I got the students to group with other people who had done
the same pyramid and the collated their findings and presented as group to the class. They
became the group of experts on that pyramid.
Resources
- Projector
- Lesson PowerPoint
- Vocabulary words
- Student computers.

Safety Considerations/classroom organisation

- Students need to be reminded of computer use in class.
- Monitor student’s online searches.

Assessment Strategies
- Students are to point out and label the pyramid using mathematical language. Assessment
for learning.
- Teacher to form individual learning goals with certain students.
Lesson 9 — Patterns and Algebra

Lesson objectives
Students will:
- continue and create number patterns, with and without the use of digital technologies,
using whole numbers, fractions and decimals, e.g. 14, 18, 116, … or 1.25, 2.5, 5, …
- describe how number patterns have been created and how they can be continued.

Evidence of learning
Can the student:
- continue a whole number or decimal sequence
- create a whole number or decimal sequence.

Learning sequence
- Share the learning intention and create the success criteria as a group.
- Using PowerPoint, define a pattern, a rule and a general rule.
- Look at whole number pattern- how can we continue it? what is the rule based off the
pervious term? General rule?
- Students are split into 3 groups
Due to a change of schedule we split the students into two groups and the Scootle activity was
completed as a class after lunch.
1. Student worksheet
- Patterns completion and write the rules.
- Complete open-ended questions on the back page

2. Scootle: bridge builder triangles

- Teacher led
- Group discussion

3. Traffic jam question

- Teacher led
- Outside
- Refer to task sheet (teacher to pre-read).

Resources
- Student worksheet
- Teacher device for bridge builder triangles (Scootle)
- Open ended question worksheet
- Hula hoops
- Car crash sheet.

Safety Considerations/classroom organisation

- Students need to be organised into mixed ability working groups.
- Reminder of noise level as the car crash activity will take place outside.
Assessment Strategies
- Student worksheet is collected and marked
- Teacher led activities. Anecdotal notes are taken
- Small groups of mixed abilities allow for peer learning.
Lesson 10 — Patterns and Algebra

Lesson objectives
Students will:
- complete a table of values for a geometric pattern and describe the pattern in words,
- complete a table of values for number patterns involving one operation (including
patterns that decrease) and describe the pattern in words,
Evidence of learning
Can the student:
- Describe the number pattern in a variety of ways and record descriptions using words.
- Determine the rule to describe the pattern by relating the bottom number to the top number in
a table.
- Use the rule to calculate the corresponding value for a larger number.

Learning sequence
- Share the learning Intention with the students and create the success criteria altogether.
- Speak about a table of values with the students and explain why it is useful to determine
and describe the rule.
- Students are given a worksheet to independently work through
Due to time restrictions the students were asked to complete the off numbers of each question
and then were asked to complete the even once the entire sheet was completed.
- Selection of students at an expected level are to sit with a teacher and to complete together.
- Students at a below level in patterns and algebra are to sit at the front of the classroom with
a teacher.
A number line was used to assist this group in answering the questions.
- Worksheet is marked as a group.
- Reflection: Ask a peer to explain a question that you got incorrect.
- Early finishers: Create a table of values and ask a peer to complete it.
Resources
- Projector
- Student worksheets

Safety Considerations/classroom organisation

- With two teacher led discussions the other students will have to work independently and
quietly. Set a noise level.

Assessment Strategies
- Worksheet although peer marked is collected, and mark is documented by the teacher.
Lesson 11 — Patterns and Algebra

Lesson objectives
Students will:
- Create number patterns involving decimal fractions and common fractions.

Evidence of learning
Can the student:
- Identify a decimal fraction and a common fraction
- Create a number pattern that is correct

Learning sequence
- Share the learning intention and create the success criteria altogether
- Project the first number line on the PowerPoint and read through the decimals
- Teacher to point to 0.2 and then on the number line start a 0 and skip count by two-tenths.
Students are to join in.
- Repeat with all decimals.
- Repeat with all fractions. Ask the students- what is happening to the numerator? What is
happening with the denominator?
- Ask students about the scale image on PowerPoint- how could we find the complete mass?
- How could we find the complete mass for any number of identical parcels? (RULE: total
mass= Number of parcels x Mass.
- Students to complete the worksheet.
- Have a group of students (visual students) complete the worksheet with the assistance of
the whiteboard, number lines and the teacher.
- Reflection: go through answers and discuss.

Resources
- Student worksheet
- PowerPoint
- Brain box questions

Safety Considerations/classroom organisation

- Students are working independently so noise level is at a minimum.

Assessment Strategies
- Student worksheet collected and analysed
- Teacher guiding small groups on the floor at a time- individual learning goals are set
- Students call upon their peers when they are confused with a question- peer assessment
- Photos of work samples and anecdotal records are taken.